COMPARISON OF THREE TYPES OF KNOWLEDGE OF PERFORMANCE ON THE LEARNING OF ROUNDHOUSE TAEKWONDO KICK OF INEXPERIENCED ADULT LEARNERS
Abstract
The Roundhouse kick (RHK) is one of the most employed techniques in taekwondo competitions to score on the opponent, since it provides a fast and a powerful attack. However, its effectiveness depends on high technical accuracy. To polish an athlete’s technique, trainers generally provide movement-related information via augmented feedback. Feedback is provided in two different ways, knowledge of result (KR) and knowledge of performance (KP). KR is about the accuracy score of a trial, whereas KP concerns the movement pattern that produces the result. Few studies have focused on understanding which moment of providing feedback on martial arts movement patterns is the most efficient. The purpose of this study was to analyze whether KP would be more effective for taekwondo RHK learning if provided after relatively good trials, after relatively poor trials or when requested by the learner. Eighteen undergraduate students with no prior experience with martial arts were assigned to different groups: a group that received feedback after performing good trials (GOOD), a group that received feedback after poor attempts (POOR) and a group that decided when to receive feedback (SELF). Four blocks of tests were performed, including a pre-test, post-test, retention and transfer. The subjects had to hit a higher amount of RHK on a kick pad according the movement pattern. The ANOVA revealed that the SELF group showed a higher score than the GOOD and POOR groups, while no differences were found between the GOOD and POOR groups.
Keywords
Full Text:
PDFReferences
Arendt, E.A., Agel, J., & Dick, R. (1999). Anterior cruciate ligament injury patterns among collegiate men and women. Journal of Athletic Training, 34(2), 86-92.
Badami, R., Vaezmousavi, M., Wulf, G., & Namazizadeh, M. (2011). Feedback after good trials enhances intrinsic motivation. Research Quarterly for Exercise and Sport, 82(2), 360-364.
Lauber, B., & Keller, M. (2012). Improving motor performance: Selected aspects of augmented feedback in exercise and health. European Journal of Sport Science, 14(1), 36-43.
Chiviacowsky, S., Medeiros, F.L., & Kaefer, A. (2007). ‘Feedback’ autocontrolado e aprendizagem de uma tarefa motora com demanda de força (Self-controlled feedback and the learning of a motor task with force demand). Revista Brasileira de Educação Física e Esporte, 21(1), 27-33. In Portuguese
Chiviacowsky, S., & Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner's performance. Research Quarterly for Exercise and Sport, 76(1), 42-48.
Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78(2), 40-47.
Chiviacowsky, S., Medeiros, F. L., & Kaefer, A. (2007). ‘Feedback’ autocontrolado e aprendizagem de uma tarefa motora com demanda de força (Self-controlled feedback and the learning of a motor task with force demand). Revista Brasileira de Educação Física e Esporte, 21(1), 27-33. In Portuguese
Chiviacowsky, S., Pinho, S.T., Alves, D., Schild, J.F.G. (2008). ‘Feedback’ autocontrolado: efeitos na aprendizagem de uma habilidade motora específica do golfe (Self-controlled feedback: Effects on learning a golf-specific motor skill). Revista Brasileira de Educação Física e Esporte, 22(4), 265-271. In Portuguese
Chiviacowsky, S., Wulf, G., & Ávila, L.T.G. (2013). An external focus of attention enhances motor learning in children with intellectual disabilities. Journal of Intellectual Disability Research, 57(7), 627-634.
Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78(2), 40-47.
Chiviacowsky, S., & Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner’s performance. Research Quarterly for Exercise and Sport, Reston, 76(1), 42-48.
Chiviacowsky, S., Wulf, G., Wally, R., & Borges, T. (2009). Feedback after good trials enhances learning in older adults. Research Quarterly for Exercise and Sport, 80, 3, 663-668.
Falco, C., Estevan, I., & Vieten, M. (2011). Kinematical analysis of five different kicks in taekwondo. Portuguese Journal of Sport Sciences, 11(Suppl. 2), 219-222.
Fishman, S., & Tobey, C. (1978). Augmented feedback. In: W.G. Anderson & G.T. Barrette (Eds.), What's going on in gym: Descriptive studies of physical education classes. Motor Skills: Theory into Practice, (pp. 51-62). Monograph 1.
Gavagan, C.J., & Sayers, M.G. (2017). A biomechanical analysis of the roundhouse kicking technique of expert practitioners: A comparison between the martial arts disciplines of Muay Thai, Karate, and Taekwondo. PloS one, 12(8), e0182645.
Ilies, R., & Judge, T.A. (2005). Goal regulation across time: The effects of feedback and affect. Journal of Applied Psychology, 90(3), 453-467.
Katzer, J.I., Schild, J.F.G., Meira, C.M.J., Corazza, T., & Chiviacowsky, S. (2015). Conhecimento de performance com base no teste do desempenho motor do nado crawl na aprendizagem do nado crawl (Knowledge of performance based on the swimming crawl motor performance test in the learning of swimming crawl). Revista Brasileira da Ciência do Esporte, 37(3), 245-250. In Portuguese
Landin, D. K., Hebert, E., & Cutton, D. (1989). Analyzing the augmented feedback patterns of professional tennis instructors. Journal of Applied Research in Coaching and Athletics, 4, 255-271.
Langhorne, P., Coupar, F., & Pollock, A. (2009). Motor recovery after stroke: A systematic review. Lancet Neurology, 8(8), 741-754.
Lemos, A., Chiviacowsky, S., Ávila, L.T.G., & Drews, R. (2013). Efeitos do ‘feedback’ autocontrolado na aprendizagem do lançamento da bola de ginástica rítmica (Effects of self-controlled feedback on the learning of ball throwing in rhythmic gymnastics). Revista Brasileira de Educação Física e Esporte, 27(3), 485-492. In Portuguese
Li, Y., Yan, F., Zeng, Y., & Wang, G. (2005). Biomechanical analysis on roundhouse kick in taekwondo. In: Q. Wang (Ed.), Proceedings of the 23 International Symposium on Biomechanics in Sports, (pp. 391-394). Beijing, China
Luk, T., Hong, Y., & Chu, D. (2001). Analysis of strategy used in taekwondo competition. Proceedings of the International Symposium on Biomechanics in Sports, (pp. 166-169). San Francisco: University of San Francisco
Magill, R.A. (2000). Aprendizagem motora: Conceitos e aplicações (Motor learning: Concepts and applications). São Paulo: Edgard Blucher. In Portuguese
Magill, R.A. (1993). Augmented feedback in skill acquisition. In: R.N. Singer, M. Murphey, & L.K. Tennant (Eds.), Handbook of research on sport psychology, (pp. 193-212). New York, NY: Macmillan.
Matsushigue, K.A., Hartmann, K., & Franchini, E. (2009). Taekwondo: Physiological responses and match analysis. The Journal of Strength & Conditioning Research, 23(4), 1112-1117.
Nieuwenhuis, S., Slagter, H.A., Alting von Geusau, N.J., Heslenfeld, D.J., & Holroyd, C.B. (2005). Knowing good from bad: Differential activation of human cortical areas by positive and negative outcomes. European Journal of Neuroscience, 21(11), 3161-3168.
Park, Y.H., Park, Y.H., & Gerrard, J. (2009). Tae kwon do: the ultimate reference guide to the world's most popular martial art. New York: Infobase Publishing.
Porte, M.C., Xeroulis, G., Reznick, R.K., & Dubrowski, A. (2007). Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills. American Journal of Surgery, 193(1), 105-110.
Saemi, E., Wulf, G., Varzaneh, A.G., & Zarghami, M. (2011). ‘Feedback’ após boas versus más tentativas melhora a aprendizagem motora em crianças (Feedback after good versus poor trials enhances motor learning in children). Revista Brasileira de Educação Física do Esporte, 25(4), 673-681. In Portuguese
Salmoni, A.W., Schmidt, R.A., & Walter, C.B. (1984). Knowledge of results and motor learning-a review and critical reappraisal. Psychological Bulletin, 95(3), 355-386.
Schmidt, R.A. & Lee, T.D. (1999). Motor control and learning: a behavioral emphasis (3rd Ed.). Champaign, IL, USA: Human Kinetics.
Schmidt, R.A. & Lee, T.D. (2005). Motor control and learning (4th Ed.). Champaign. IL: Human Kinetics.
Schmidt, R.A., & Young, D.E. (1991). Methodology for motor learning - a paradigm for kinematic feedback. Journal of Motor Behavior, 23(1), 13-24.
Siqueira, A.K.M., Henrique, R.S., Beltrão, N.B., Cattuzzo, M.T. (2010). Efeito do autocontrole de conhecimentos de resultados na aquisição de uma habilidade motora (Effect of self-control of knowledge of results on the motor skill acquisition). Revista da Educação Física/UEM, 21(4), 593-601. In Portuguese
Ulrich, D. (2000). The test of Gross Motor Development (2nd Ed.). Austin: Prodinc.
West, R.L., Bagwell, D.K., & Dark-Freudeman, A. (2005). Memory and goal setting: The response of older and younger adults to positive and objective feedback. Psychology and Aging, 20(2), 195-201.
Winstein, C.J. (1991). Knowledge of results and motor learning implications for physical therapy. Physical Therapy, 71(2), 140-149.
Zar, A., Gilani, A., Ebrahim, K.H., & Gorbani, M.H. (2008). A survey of the physical fitness of the male taekwondo athletes of the Iranian national team. Facta Universitatis Series Physical Education and Sport, 6(1), 21-29.
Refbacks
ISSN 1451-740X (Print)
ISSN 2406-0496 (Online)